Cultivation of translators’ subjectivity in literary translation teaching in the AI era: A case study of translation teaching of Moonlight over the Lotus Pond
AI时代文学翻译教学中译者主体性的培养——以《荷塘月色》翻译教学为例

摘要

近几年来，人工智能翻译技术飞速发展。文学翻译教学面临着严峻的挑战和机遇。AI翻译的高效性给人类译者带来一定的危机。本文从翻译教学的角度，首先厘清译者主体性的基本概念。其次，以《荷塘月色》的翻译教学为例，通过对比学生译文与AI译文，从理解、修辞和主语选择三个维度来分析AI条件下学生主体意识不足的现状；最后，有针对性地提出AI时代文学翻译课堂译者主体意识的培养路径，即从译前、译中、译后三个阶段，全过程培养译者主体性。译前注重共情与唤醒、译中激发主体性创造、译后坚持反思与提升，以期为文学翻译教学提供参考。

Abstract

In recent years, artificial intelligence (AI) translation technology has achieved rapid development, bringing both severe challenges and opportunities to literary translation teaching. The high efficiency of AI translation poses threats to human translators. From the perspective of translation teaching, this paper first clarifies the basic concept of translators’ subjectivity. Taking the translation teaching of Moonlight over the Lotus Pond as a case study, it compares students’ translations with AI-generated translations and analyzes the insufficient subjective awareness among translators in the AI era from three dimensions: text comprehension, rhetorical treatment and subject selection. Finally, targeted approaches to fostering students’ translators’ subjectivity in literary translation classrooms amid the AI era are proposed throughout the pre-translation, while-translation and post-translation stages. Specifically, pre-translation work emphasizes empathy cultivation and subjective awareness awakening; the while-translation stage stimulates translators’ creativity; post-translation practice focuses on reflection and competency improvement. This research is expected to provide references for the teaching of literary translation.